The food on your table

1 Look at the pictures. Then answer the questions below.

1 Which food do you think would taste better? 2 Which is more healthy? Why? 3 Which type of food is similar to what you normally eat, at home or in a restaurant?

2 Read the four texts (A to D) quickly. Then answer these questions. 1 Which text is from a magazine article? _ 2 Which text is from a health information sheet? 3 Which text is from a notice in a restaurant? 4 Which text is from a food label? 5 Which two texts explain what something means? and 6 Which two texts give reasons why you want to eat particular food? and _

TEXT A

• Low fat
• Low sugar
• No chemical additives
• No artificial flavours or colours
• GM-free
• 100% natural

TEXT B Slow food We’ve all heard about fast food. Burgers and chips or pizza have become the standard meal for many young people around the world. Have you heard of slow food though? The Slow Food Movement started in Italy in the 1980s and now has about 100,000 members in more than 120 countries. ‘It’s called slow food because it was a reaction to the global spread of fast food, like burgers, which many people thought was bad for people’s health and for the environment,’ explains Bruno Rosario, owner of a ‘slow food restaurant’ in London. ‘What we’re trying to do is fight against the globalisation and standardisation of food, where people eat the same kind of food all over the world.’ People like Bruno think it is important to use fresh food from the local area and cook it using traditional methods. ‘It’s getting more and more popular,’ says Bruno. ‘By next year our restaurant will have been in business for 20 years, so we must be doing something right.’

TEXT C Understanding the ‘traffic light’ system of food labelling

These foods are high in salt, sugar and/or fat. Only eat a little, and not too often.

An OK choice, neither high nor low in unhealthy ingredients.

Good choice, eat as much as you like, as often as you can.

TEXT D All our food is homemade and freshly-cooked, using locally-grown ingredients as far as possible.

3 Read the four texts on page 68 again to get a general idea of what they are about. Which is the best title for each one? Text 1 Good things take time _ 2 This food is safe 3 The dos and don’ts of healthy eating 4 Why you will enjoy eating here _

4 Match the words from the texts with their meanings.

5 Complete the table, which shows how words from the texts change (the words all change in the same way). Use some of the verbs and nouns to complete the sentences below.

• the adjective social describes how people meet and interact with each other

  1 As a company, we can’t live in the past. We have to _. 2 Having lunch together after the meeting will help people to meet each other and . 3 What he said about women was a . Of course there are some women who aren’t like that. 4 Many new factories were built during this period of . 5 This is just one example and we can’t from it to describe the whole population. 6 The of the old house made it look like a new one. 7 One result of is that many companies now operate all over the world. 8 Why can’t companies _ computers so that you can use the same programmes on all of them?

1 Look at the pictures. Then discuss the questions below in pairs or small groups. 1 What does each picture show? 2 What do you think might be the connection between the three pictures?

Keep our Harvest GM free

2 Read the text. Then complete the tasks on page 71.

Genetically modified world Genes are like a set of instructions for making a living thing. Flower or elephant, fish or human: they are all what they are because of their genes. When scientists found that they could change (or modify) things by taking out or adding genes, many new things became possible, including genetically-modified (GM) foods and other crops. We can now artificially create plants that produce more food than natural ones, crops that can resist attacks by pests, rice that can grow in salty water, plants that work like medicines, and many other amazing things. To some people, this makes the future look very exciting. In 20 years’ time, they say, we will all be eating GM food and the global problem of starvation will be solved. However, not everybody is so sure that this is a good thing. There are concerns that GM crops could have a disastrous effect on agriculture and the environment in general. They might, for example, kill natural plants and take over from them. Also, people say that we do not know enough about the effects of GM food on the human body. More generally, some people see GM crops as just one part of the growing use of technology in agriculture and the increasing power of a few huge globalised ‘agri-businesses’. For example, farmers in a poor country may buy GM seeds from one of these companies because they seem cheaper and produce better crops. What they don’t realise is that they won’t be able to save the seeds from their crop for the next year. Instead, they will have to buy more seeds from the company. So, while some see the industrialisation of farming as the solution to many global problems, others believe that ‘factory farming’ has already gone too far, and that we need to return to a more natural way of feeding people.

1 Replace the underlined parts of the sentences below with words or phrases from the text. (The words and phrases are in the same order as in the text.) 1 We need to fight back against what some large companies are doing to the environment. _ 2 Farmers lose a lot of money because of insects and other animals that harm crops. 3 In some countries, there is a problem of people not having enough food. 4 One of our main worries is that we don’t know what the effects will be. 5 The country had no rain for two months, which was very bad for farmers. 6 I bought a packet of small things from the fruit of a plant to see if I could grow vegetables in my garden. _

2 Complete the notes below with words and phrases from the text. Are genetically-modified crops good or bad? For Can protect _ pests. Plants medicines. Can create rice salt water. Could world starvation. Against Could be a disaster for . Could destroy and replace . Don’t know how it affects . Gives more _ large companies.

3 In pairs or small groups, discuss what you think about GM crops and food, and the industrialisation of agriculture generally. I don’t really know all the facts but I’m a bit worried that playing with nature could go wrong. I think science has improved human life in many ways, so the future is exciting. Big business has too much power in the world already. They’re only interested in profits.

1 Look at the examples. Then complete the grammar rules. Examples In 20 years’ time, they say, everyone will be eating GM food. If you phone at 7.30 tomorrow, she’ll be eating breakfast.

7.30 a.m. Future Continuous × action 1 – phone her action in progress – eating breakfast

Complete the grammar rules 1 We use will be + the _ form to make the future continuous tense. We use this tense to talk about actions that will be in progress at a certain time in the future. 2 In phrases like in two minutes’/days’/years’ time, we put an _ after the time words.

2 Complete the sentences using the future continuous tense of the verb in brackets. 1 We hope the company _ a profit before the end of the year. (make) 2 Don’t call at 8.00. I dinner. (have) 3 If he doesn’t answer the door, he outside in in the garden. (work) 4 She hopes that next year she at university. (study) 5 I hope your interview goes well tomorrow. I __ of you. (think)

This time next week I’ll be sitting on the beach.

3 Circle the correct tense (future simple or continuous). 1 We won’t go / be going if you don’t want to. 2 Australian time is ten hours ahead of us, so he’ll just get / be getting up when we phone. 3 The driver will wait / be waiting for you when you arrive. 4 If she isn’t at home when I get there, I’ll wait / be waiting till she arrives. 5 What do you think you’ll do / be doing this time next year?

4 Look at the examples. Then complete the tasks below. Examples They’re very well educated. (Unit 4) The book is beautifully written. (Unit 5) All our food is freshly cooked. (Period 1, this unit) ADVERB | PAST PARTICIPLE 1 highly | a qualified 2 widely | b written 3 well | c injured 4 brightly | d coloured 5 badly | e known 6 fully | f praised 1 Match each adverb to the past participle of a verb to make adjective phrases. 2 Use the adjective phrases to complete these sentences. 1 The book was _ by all the reviewers. 2 It may sound strange to you but it’s a name in my country. 3 She always wears clothes, so you’ll recognise her easily. 4 He’s studying to be a doctor but it will be another year before he’s . 5 The story is but it isn’t very exciting. 6 The accident looked serious but no-one was _.

1 Look at the examples. Then complete the grammar rules. Example By next year our restaurant will have been in business for 20 years.

next year, 20 years, in business, PAST, PRESENT, FUTURE Example I’ll have finished the work by 10.00 a.m. tomorrow morning.

finish the work, 10.00 a.m. tomorrow, PAST, PRESENT, FUTURE Complete the grammar rules 1 We use _ + the past participle to make the future perfect tense. This tense is used to talk about actions that will be completed before a certain time in the future. 2 The time phrase can come either or the main clause. 3 We use the preposition with definite times, meaning ‘at or before this time’. 2 Complete the sentences using the future perfect tense of the verbs in the box. write finish repair save be 1 By next year they married for 40 years. 2 I can’t go out at 7.30 because I my work by then. 3 If he keeps going at this speed, he 20 pages today. 4 I won’t be able to go on holiday this summer because I enough money. 5 You can collect the computer on Tuesday. We __ it by then.

By next week, I'll have finished my exams. 3 Circle the correct options to complete the sentences. 1 I don’t think I’ll have finished / I’ll be finishing this report in time for the meeting. 2 Scientists think that in ten years’ time nearly everyone will have used / will be using mobile phones. 3 By the end of the journey, they will have driven / will be driving over 200 miles. 4 If we get there too early, they won’t have woken up / won’t be waking up. 5 Don’t call me on my mobile. I’ll be driving / I’ll have driven. 4 Discuss the questions below in small groups. What do think or hope you will have done and will be doing by next week? by next year? in five years’ time?

By next week I’ll have finished reading this book.

In five years’ time I hope I’ll be working as a doctor.

1 Listen to someone explaining how to work a new TV with the remote control. As you listen, complete the written instructions below. Basic controls on the TV remote 1 Turn on the TV by pressing the (1) _ button in the (2) corner of the remote. The red light on the TV will go out and a picture will appear after a (3) . 2 There are (4) to change channels: either press the number of the channel you want or use the (5) button on the right. 3 Change the volume by using the (6) or (7) button on the left. 4 Use the Mute button if you want to (8) the sound for any reason. 5 The button marked Exit can be used if any unwanted (9) __ appear on the screen.

plus minus 2 Work with a partner. Choose one of the following things each. Imagine that your partner knows nothing about the thing you have chosen. Ask and answer questions about how to use it.

Press one of the buttons with numbers on. But what if I want to stop it after it’s started? 3 Now work together to write a set of instructions for using each of the two things you talked about. Use the instructions for the TV remote as a model. _ _

1 Discuss these questions in small groups. How good are you at cooking? What dishes do you know how to make? Do you think it is important for young people to know about food and cooking? Why? / Why not? 2 Look at these words connected with food and cooking. Match them with their meanings.

1 recipe | a a dish made with pastry on the bottom, with different things inside and an open top 2 pastry | b a mixture of flour, fat and water, cooked in the oven 3 tart | c the yellow part of an egg 4 yolk | d instructions for cooking something 5 stir | e mix together with a spoon

3 Read the recipe below. Fill the spaces with time or ordering words from the box below. meanwhile finally when by while first then until

This is a recipe for an onion tart, which is very tasty. Ingredients 100 grams of very cold butter (or other fat) 225 grams of flour yolk of 1 egg a little salt a little cold water 2 medium onions a little olive oil 3 eggs ¼ litre of yogurt salt and pepper

1. ___, make the pastry for the base. Mix the flour and salt together in a large bowl.
2. ___ add the butter and rub it between your fingers into very small pieces.
3. ___, add the egg yolk and stir quickly. Put it in the fridge for about half an hour.
4. ___, heat the oven to 250° C.
5. ___ the pastry is cold, press it into a 20 cm wide tin, make small holes in it with a fork, and put it in the oven for about 10 minutes.
6. _ the base is cooking, fry the onions in the oil (7) _ they are soft. Put the eggs in another bowl, add yogurt and salt and pepper and mix well. Add the fried onions.

   Take the base out of the oven and turn it down to 150. Pour the egg mixture into the base, and return it to the oven for another 15–20 minutes. (8) ___ this time, it will have become a little brown on top. Leave it to cool for about 10 minutes and serve it with a green salad.

4 Work in small groups. Choose a dish at least one person knows how to cook and explain it to the others. Then write a recipe, using the onion tart recipe as a model. In this Unit you have learnt about: the ‘slow food’ movement genetically modified crops adjective–verb–noun changes with -ise and -isation adverb + past participle combinations, e.g. genetically modified future continuous tense future perfect tense writing recipes and instructions